MPI - Day 1

Today has been the first introductory day of the Mathematics Practice Intensive through Manaiakalani. I found today fast paced, fun, informative and positive.

Highlights from today include the profile of a good mathematics learner, academically productive talk, the model of growing good mathemiticians and the pillars of practice around this.

I particularly enjoyed the research reading I did around visual thinking in mathematics and how this needs to continue as children grow, from early childhood right through to university and beyond. It was very helpful to read research based evidence on why this is so important, and I think that this will help me to impliment better more inclusive strategies in my classroom. I look forward to going to the website mentioned in the article and looking for the lessons it mentions to help get me started in this process.

I particularly enjoyed the following quote from the article. "Visual mathematics is widely thought of as being appropriate for younger or struggling students and as a prelude to the “more important” abstract mathematics. It is true that abstract ideas can come from and be aided by visual mathematics, but visual ideas can also come from abstract mathematics and extend them to much higher levels."

I found having the time to explore the NZMaths and TKI pages very helpful, and seeing how to navigate to the connected journals and the online resources for those was great too.

Lastly I found it a fantastic affirmation to remember going forward that good maths is not the same as fast maths. A student being deliberate and careful, or needing more time to use a range of strategies to get to their understandings is not a reflection on their mathematical ability.

Teachers only day - curriculum refresh - 2nd June

 Teachers only day- curriculum refresh

⁃ Rerepeti and the team introduced the why.

⁃ Acknowledging that the roll out will be a refresh. Not a new curriculum. It will easier to use. Working as a collective.

A phase journey system of the curriculum with on going pd support. NELP tool. Learning g priority and they align with refreshed curriculum.

Te Mataiaho- curriculum framework.

Unpacking- we are up to the final draft. Circular visual. This Tohu has been gifted. A karakia that starts the document sets the kaupapa for the document.

Dr Wayne Ngata explains the origins of the whakapapa that him and his roopu have gifted.

Video watched.

Mātai - to observe study

Mataiaho is about strands- looking at weaving learning areas.

Ago- explains line of thinking.

To observe the strands of learning -

Matairangi- looking beyond the horizon

Maitaitipu- thriving community

Mataiahika- local mana whenua

Matairea- to progress

Mataioho- awaken

Mataiara- arise/ Awaken arise and go forth.

We are moving away from translations. As part of the journey we are now bringing in a Maori world view. No longer translating.

7 pieces that make up this framework. Each piece contributes to a whole. Moving away from solo or seperate sections. All contribute to te Mataiaho. First 3 are the why. Next 2 are that what, the last 2 are the how.

Mātai to gaze the suffix on end informs what you are gazing at.

Mataiaho addresses the need for change

Why

Matairangi- lays out the overarching kaupapa.

Mātainuku-foundations

Mātaitipu- seedling- vision for young people. Students.

Mātairea- progression, curriculum levels. No achievement objectives. Each phase us an outcome. 5 phases. Learning areas are the aho. They are the threads that are interwoven.

Mātaiaho- delivery of curriculum, awakening - how are we working with ahikā? Curriculum review.

Mātaiahikā- connection to place and community. Contributions knowledge WhT is being done to nurture.

Safe Boating Program

 

IYT completion certificate

 

The Literacy Place

 I participated in a 2 session workshop series on how to teach spelling and spelling rules from early to upper primary. I found it particularily good for reinforcing knowledge from the BSLA, and extending this knowledge into more complex rules and strategies, and how to tailor this to older students in the upper primary/intermediate areas.

 

Hapara Workspaces level 1

 

UBRS Understanding behaviour and responding safely.

27/01/2023 Key Points

1. Understanding behaviour
Behaviour is everything learnt purposeful changable.

Valuing diverse cultures using Te Whare o Tapa Whā. (Mason Durie)
(thinking about what is valued from each culture, respect to elders; Pasifika, looking after siblings; Māori, calmness; Inuit)

Essential Behaviour principals

All we do is behave

Behaviour is learned

Behaviour must be observable measurable

Behaviour tends to triggered

Behaviour is purposeful depends on context, behaviour skill set.

Behaviour is controlled reinforced by what happens afterwards.

We often manage the what and not the why.

Understand the why in a behaviour work what the student 'needs', it might be a calm place, quiet, food, somewhere to go.

The Brain is Important

Stem (auto motor functions)

Limbic System (produces emotions and body chemicals)

Cerebellum (stores reactions to limbic functions, fight and flight)

Cerebral Cortex (thinking bits)

Self Reflection

Is dependant on your own behaviours and experiences.

Shaped by experiences

Understand ourselves means we can help others.

Knowing what pushes your buttons enables you to mitigate your own behaviours.

Thinking about what triggers you and was it you that triggered

Managing Responses.

The only thing we can control is what we do and believe when we are faced with a challenging situation. Make it about the process and not the person. Respond constructively to any situation.

Understanding stress response involves a Hierarchical Brain.

The first three years are absolutely critical to the well being of our children.

The brain develops in the order mentioned in The Brain is Important.

Tolerable stress or anxiety is a good thing, allowing situations for students that develop a regulation of their emotions when faced with challenges.